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Behavioral medicine, health and lifestyle (BeMe-Health)

Care, Recovery and Health

Childhood during Antropocen – Education and sustainability

Early interventions, early educational paths and special educational needs co-production research (TITUS)

Education and teaching in preschool, compulsory school and school-age educare

Excellent Teaching for Literacy (ETL)

Heterogeneous systems - hardware software co-design

Higher education, practice, and development

Human

Learning, Inclusive education, School transitions – for All (LISA)

Literary Studies Seminar

MIND (Mälardalen INteraction and Didactics) research group

Marketing and strategy

M-TERM - Mälardalen University Team of Educational Researchers in Mathematics

Natural Science and Technology Didactics research

Negotiating global challenges within higher education

Political Science

Preparing professionals for social transformation triggered by the use and development of AI applications

Programme-specific research projects

Sociology

Space and Place in Early Childhood Education and School (SPiECES)

Stochastic Processes, Statistics and Financial Engineering

Studies on Social Sustainability in Education

Sustainable lifestyle and health from a public health perspective

Transformative Management

Language Studies and Comparative Literature including Subject Didactics

Education for sustainable development in higher education

In recent decades, a lot has been written, studied and debated about Education for Sustainable Development. There is no general agreement around the concept (Wals 2009), with focus and content being described as a movement from mere what and why to questions about how (Vare & Scott, 2007).

Project manager at MDU

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In the literature, the need for education that leads to key competencies is stressed (Wiek et al, 2011; UNESCO, 2017), but there is little about the kind of education that supports students’ development of these competences.

The question remains: how are key competences such as systems thinking competency, anticipatory competency, normative competency, strategic competency, collaboration competency, critical thinking competency, self-awareness competency, and Integrated problem-solving competency incorporated in course design.

Project 3 aims to investigate how education is and can be designed to develop key-competencies for learning for sustainable development. The project starts with a literature overview, followed by case studies where learning activities are integrated in courses and programs that aim to develop the key-competencies